Research On The Construction Of Double Teacher Classroom Model For Improving Learning Power

In order to realize the lasting promotion of social equity,the key factor of education equity,is the first to take the brunt.In the field of education,China promotes the construction of educational equity from a strategic perspective.The application of “Internet plus” in all walks of life brings us the deep integration of new technologies with teaching,which greatly promotes the process of educational equity through informatization.The realization of high-level educational equity is no longer empty talk.The double teacher classroom mode is an important way to promote education equity.Meanwhile,the injection of new ideas and new technologies provides a new way of thinking and conditions for the application of the double teachers classroom.Therefore,it will shoulder the important mission of realizing the leap from low-level equity to high-level one.However,based on the current case study of mature double-teacher classes,evaluation of the effect of double teachers teaching is mostly based on students’ learning performance,neglecting the improvement of students’ ability and accomplishment.Furthermore,many teaching practice of double teachers is concentrated in music,art and other art subjects;only a relatively small number of them are applied in major subjects.In the era of educational information 2.0,the progress of technology ensures the full realization of equity at the low-and-middle-level education.The personalized education and ability improvement that high-level-education equity pursues is the goal that needs to be realized in the current educational research and practice.As to how to carry out Double Teachers Teaching in main courses scientifically and efficiently and how to realize personalized teaching and students’ comprehensive development,there is still a lack theoretical model.Therefore,this study mainly responds to,and breaks through the realistic predicament based on theoretical framework.Aiming at "improving students’ learning power",this study,by learning from the classical and authoritative theories in many disciplines such as pedagogy,management and sociology,builds a double teacher classroom model aiming at improving students’ learning achievement and academic achievement.With the established model,teaching practice is carried out;the students’ learning ability development as well as classroom mode change is used to testify the validity of the pattern.In order to achieve the above research objectives,this study is divided into four chapters to carry out specific research work:(1)The design principles of improving the classroom effect of Double Teachers’ class.This chapter mainly studies the theory-rooted coding method.Through in-depth interview with the first-line teachers in the teaching practice of double teachers,taking root coding with NVivo software,we can have a good grasp of the current situation of the double-teacher model,and then find out the problems in the process of teaching practice.The paper aims to restore the overall situation of teaching practice of double teachers from the bottom up,find out the problems,design from the top according to the problems,and formulate accurate and effective practice principles and directions.(2)The overall design of the double teacher classroom model for the improvement of learning ability.This chapter,based on theories of authority and appropriateness,and starting from the basic elements of teaching mode,designs overall mode of double teachers.(3)The practical strategy of double teacher classroom for the improvement of learning ability.This chapter,based on the overall design of the double teacher classroom in the previous chapter,combined with the practical direction mentioned above,is dedicated to a systematic design that is oriented to the guidance of the practice of two teachers’ classroom,including the cooperation mechanism and the micro strategy of learning power promotion.(4)The effect of the double teacher classroom model in improving the learning ability is testified and reflected.The chapter concentrates on the practical application of theory.The teaching of two experimental schools in Q city for three months is carried out,the above-mentioned models and strategies are applied in depth,and a hybrid research method framework which combines quality and quantification is established to test and analyze the actual effect of the two teachers’ teaching,so as to verify the model’s effectiveness.Among them,quantitative analysis focuses on the improvement of students’ learn.In addition to the students’ achievement,the focus is on the development of students’ learning ability,which meets the needs of the development of high-level equality.In practice,a series of strategies of double teacher collaboration are formed,and the key research content is to implement personalized teaching,complying with the concept of high-level fairness and individuation.At the same time,the paper constructs the effect verification framework of the double teacher teaching model for the improvement of learning power,and connects the application effect of the model with multi data,which provides tool support for the subsequent analysis of the double teachers mode.